Learning to Learn and Teaching to Learn

Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, a...
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Autor*in:	Jia Zhu [verfasserIn] Daniel J. Schumacher [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Self-determination Theory Motivation

Übergeordnetes Werk:	In: MedEdPublish - F1000 Research Ltd, 2019, 5(2016), 2
Übergeordnetes Werk:	volume:5 ; year:2016 ; number:2

Links:	Link aufrufen Link aufrufen Journal toc

Katalog-ID:	DOAJ048071218

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title	Learning to Learn and Teaching to Learn
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title_full	Learning to Learn and Teaching to Learn
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title_auth	Learning to Learn and Teaching to Learn
abstract	Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, and competence in motivating learners to learn and teachers to teach. This active approach to learning and teaching can be an empowering practice to ultimately improve clinical experience and performance.
abstractGer	Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, and competence in motivating learners to learn and teachers to teach. This active approach to learning and teaching can be an empowering practice to ultimately improve clinical experience and performance.
abstract_unstemmed	Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, and competence in motivating learners to learn and teachers to teach. This active approach to learning and teaching can be an empowering practice to ultimately improve clinical experience and performance.
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